Role of Clinical Lecturers on the Learning Process in the Specialist Doctor Program
- DOI
- 10.2991/assehr.k.211125.113How to use a DOI?
- Keywords
- clinical lecture; specialist doctor progam; learning process
- Abstract
Clinical teachers are specialist consulting doctors who have at least a level of expertise above, in their respective disciplines. The purpose of this paper is to describe the role of clinical teachers and the learning process of specialist doctors. This research uses descriptive qualitative method, because the rationale for using this method is because of this research want to know about the phenomena that exist and under which conditions natural, not under controlled, metabolic or experimental conditions. Based on the results of data analysis using data triangulation, a description of the important role of clinical lecturers was obtained. First, the strategic role of clinical lecturers is as a teacher, companion and tutor to students in learning specialist doctor programs. Second, clinical lecturers also play a role as doctors in charge of patients, who are directly responsible for maintaining the quality of specialized health services, and as educators have responsibility for achieving students’ clinical skills and reasoning abilities, research and community service. The third strategic role of clinical lecturers, namely as role models for students in providing services, both professional educational services to students, as well as as professional health personnel to patients.
- Copyright
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Muyassaroh AU - Samsudi Suwito AU - Eko Pramono AU - Endang Kustiowati PY - 2021 DA - 2021/11/26 TI - Role of Clinical Lecturers on the Learning Process in the Specialist Doctor Program BT - Proceedings of the 6th International Conference on Science, Education and Technology (ISET 2020) PB - Atlantis Press SP - 603 EP - 606 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211125.113 DO - 10.2991/assehr.k.211125.113 ID - 2021 ER -